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BULLETIN 

OF THE 

UNIVERSITY OF TEXAS 

1915: No. 54 



SEPTEMBER 25 



1915 



Study Outlines 



of 

Carney's "Country Life and the Country School" 

By 

By Amanda Stoltzfus 

Iiecturer to Rural Schools in ^te University of Texas 
Department of Extension 

Prepai-ed at the Request, and with the Co-operation, of the Texas 

Congi-ess of Mothei's and Parent- Teacher Associations for Use 

by Parent-Teacher Associations and Others Desiring 

to Study Country Life Problems. 




Published by the University six times a month and entered as 
second-class matter at the postoffice at 
AUSTIN, TEXAS 



)';:?npfryj>h 






The benefits of education and of 
useful knowledge, generally diffused 
through a community, are essential 
to the preservation of a free govern- 
ment. 

Sam Houston. 

Cultivated mind is the guardian 
genius of democracy. . . • It is 
the only dictator that freemen ac- 
knowledge and the only security that 
freemen desire. 

President Mirabeau B. Lamar. 

The schoolhouses dotted here and 

there and everywhere over the great 

expanse of this nation will some day 

prove to be the roots of that great 

tree of liberty which will spread for 

the sustenance and protection of all 

mankind. 

Woodrow Wilson. 

0. ol ^'« 
,UN 24 1S18 



STUDY OUTLINES OF MABEL CARNEY'S "COUNTRY 
LIFE AND THE COUNTRY SCHOOL"* 

BY 

AMANDA SOLTZFUS, 

LECTURER TO RURAL SCHOOLS IN THE UNIVERSITY OF TEXAS, 
DEPARTMENT OF EXTENSION 

LESSON I, pp. 1-19, 302-328, 388-398 

THE FARM PROBLEM AND THE COUNTRY LIFE MOVE- 
MENT 

1. State definitely what Miss Carney considers the real farm 
problem to be solved. Do you agree v^^ith this statement? Do 
the causes of isolation and loneliness mentioned in the text 
exist in your community and county? (See free Bui. No. 364, 
University of Texas Department of Extension, "A Study of 
Rural Schools in Texas," by E. V. White and E. E. Davis, 
pp. 56-57.) 

2. What facts are shown in regard to farm tenantry? How 
does tenantry affect social life? What are some facts about 
tenantry in your own county? (See U, S. Census, 1910; also the 
free bulletins of The University of Texas, entitled "Studies in 
Farm Tenantry in Texas," and "A Study of Rural Schools in 
Texas," pp. 114-116.) 

3. What advantages has the Clear Creek community over 
your community? What advantages has your community over 
the Clear Creek community? 

4. What are some of the agencies for upbuilding a country 
life community? Which do you regard the most important? 

5. Discuss the five social institutions mentioned by Professor 
Butterfield, giving the field of each. 

6. What is meant by the "Country Life Movement?" Com- 
pare the interest taken in this movement by the various sections 
of the country. What is your community doing? 



*"Country Life and the Country School," by Mabel Carney; pub- 
lished by Row, Peterson & Co., Chicago, price $1.25; 408 pp. 



ft 
4 Bulletin of the University of Texas 

7. What must be expected of the country school and the 
country teacher in solvino; the rural problem? ("A Study of 
Rural Schools in Texas," pp. 69-76.) 

8. Make a list of books and literary selections which idealize 
farm living. Are any of them now in your community? (pp. 
365-368.) Why not add some of these books to your school 
library ? 

9. Enumerate some good books which every country teacher 
should have in her library. Are any of them in your teacher's 
library? If these books are not in your school library, how can 
they be secured for it? (See "Libraries for Public Schools," 
Bui. No. 372, University of Texas Department of Extension.) 



LESSON II, pp. 18-39, 302-328, 385, 391 
THE FARM HOME 

1. What is the relation of the farm home to life on the farm ? 

2. We often hear this expression : ' ' Farming is the most in- 
dependent and self-reliant business." Name some good and bad 
influences growing out of this self-sufficiency. 

3. Do the majority of the farm homes in this community 
afford the children an ideal preparation for the highest living? 
Ii not, why not? 

4. What can be done in this community to make more farm 
homes good nurseries for highest usefulness and efficiency? 

5. Describe the worst type, the best type, and the average 
farm house in your community. 

6. What is the chief recreation in these homes? 

7. What are the chief literary opportunities and the chief 
topics of conversation in these homes? 

8. What are the main causes of the present conditions in 
Texas homes ? Which of the conditions can be changed ? How ? 

9. How does the home co-operate with the school in educating 
the children in your community? 

10. Have some one bring plans for a farm home and for 
remodeling a farm home and place these on the board and dis- 
cuss the subject of the farm home from the following stand- 
points : Cost and most suitable local material ; location with re- 
gard to breeze, shade, beauty, outlook, drainage; exterior, har- 
mony with its environment and within itself; interior, con- 
venience of arrangement, comfort, beauty. (Write the Depart- 
ment of Extension of the University of Texas for bulletins on 
the farm home.) 

11. Discuss the qu&stion, How can the drudgery of the farm 
home be reduced? (1) What higher household duties does so 
much drugery prevent one from doing? (2) Describe and 
bring to the meeting labor-saving devices for reducing household 
drudgery. (Visit a farm home with waterworks, central heating 
and lighting plants, washing machines, etc., if such is near). 
(3) See what the proper plan of the house and yard might do. 



6 Bulletin of the University of Texas 

(4) See what better management could accomplish; plan a daily 
and weekly program for a country housewife. (5) Discuss com- 
munity co-operation. What might be done here along the fol- 
lowing, or any other, lines: community creamery, egg market- 
ing, laundry, baking, canning, preserving? 

12. "What part of the difficulties of the farm woman is due 
to lack of an education suited to her needs? In what lines 
does the farm woman need education most? Are the future 
farm women getting this in the school? How can the present 
farm women and the future farm women get this needed edu- 
cation ? 



LESSON III, pp. 133-189, 246, 251 

THE AIM AND NEED OP THE RURAL SCHOOL: CON- 
SOLIDATION 

1. What two functions has the rural school? What advan- 
tages has the school for rural institutional leadership? 

2. Does your school serve these two functions well? If not, 
see if you can find out why, and then find out how to remedy 
the trouble. 

3. What are the defects of the country school, according to 
Miss Carney? Compare your own school and see if it has these 
defects. Does it have others? 

4. What is the fundamental need? Is this a need in Texas? 

5. Give a brief account of the origin and history of consoli- 
dation in America and in Texas. (On all points concerning con- 
solidation of school, consult the free bulletin No. 17 on "Con- 
solidation of Rural Schools," published by the State Depart- 
ment of Education, Austin, Texas, and also "A Study of Rural 
Schools in Texas," pp. 26-36.) 

6. What are the advantages of consolidation? ("A Study 
of Rural Schools in Texas," pp. 28-29.) 

7. What are the main obstacles to consolidation in Texas? 
("A Study of Rural Schools in Texas," pp. 34-35, 116-122.) 

8. Describe the John Swaney consolidated school, and see 
why such a school can not be established in your community. 



NOTE. — If time for a ninth meeting could be found, it should be 
devoted to Chapter XII on "Country School Supervision." Texas 
needs badly a better method of electing county superintendents and 
a better county organization for her schools. Be sure to send to the 
State Department of Education, Austin, Texas, and secure a copy of 
"The Recommendations of the State Superintendent of Public In- 
struction to the Governor and Thirty-fourth Legislature," by Super- 
intendent W. F. Doughty. A law that would have greatly improved 
these matters came near passing the last legislature, but failed by a 
slight majority in the House. 



LESSON IV, pp. 206-228, 340-350, 363-364, 394-395 
THE SCHOOL BUILDING AND GROUNDS 

1. What are the requirements of the Texas State School 
Building Law with regard to lighting, heating, heat regulation, 
ventilation, sanitation, and safety? Compare point by point 
and see what your school lacks. (Write to the State Depart- 
ment of Education, Austin, Texas, for a free copy of the law, 
with explanations and interpretations.) 

2. Draw a plan for remodeling your school or for a new one 
in its place; put this on the board and discuss it. (Write to 
The University of Texas, Extension Department, for free bulle- 
tins giving "Plans for Model Rural Schools" and "Plans for 
Remodeling and Adding to Old Schools," and for the "Im- 
provement of School and Home Grounds.") 

3. What did Dr. Ellis find with regard to the effects upon 
health of over-heating in the Austin schools? Test your school 
and see if it is any better. What has been shown with regard 
to the effect of over-heating on the capacity to study? At this 
rate, how many are made sick in your school and how many of 
the dollars spent on running the school are wasted each winter 
by not having proper temperature regulation? 

4. What is the effect of lack of ventilation? How often 
must the air be changed in your schoolroom to be kept fresh? 
How can that be done in cold weather? Is it done in your 
school? If not, why not? 

5. Why should practically all the light in a school come 
from the left? In how far does your school conform to the 
law? How can the bad lighting be remedied in your school? 

6. What diseases are spread by the open privy? Describe 
two types of sanitary privies. If you do not have one at school, 
devise a plan for securing one. (Write to the U. S. Public 
Health Bureau, Washington, D. C, for buUetin No. 37, "The 
Sanitary Priv^^," and to the U. S. Department of Agriculture, 
Washington, D. C, for Farmers' Bulletin No. 463, "The Sani- 
tary Privy.") 

7. How do the color of the walls, the decoration, furniture, 



Study Outlines Carney's Country Life and Country ScJiool 9 

arrangement and care of the school house and grounds affect 
the lives of the children? (Write to the University of Texas, 
Extension Department, for sample colors for walls and free 
bulletin on "Improvement of Home and School Grounds.") 

8. What are the requirements of a correct seat for a child? 
What is the harm in badly fitting seats and desks? How do 
those in your school fit? 

9. What is the danger in the feather duster and ordinary 
broom when used in school or home? How may dusting and 
sweeping be best done in the schoolhouse? 

10. Why is attention to cleanliness and sanitation more 
necessary in school even than it is in a home? About how 
many times greater are the dangers of contagion and infection 
in your school than in the home? 

11. Why do children need play? What are the physical ad- 
vantages? What intellectual gains come from it? What social 
and moral gains? 

12. What does your school playground need and how can 
you get what is needed? (Write to the University of Texas, 
Department of Extension, for free bulletin on "Play, Play- 
ground Equipment, and Athletics.") 



LESSON V, pp. 188-204, 229-246, 372-373, 374-375, 392, 395-397 

1. Is your teacher giving the kind of community leadership 
of which Miss Carney speaks? If not, whose fault is it? How 
can it be remedied? 

2. Can a teacher who does not reside in the community all 
the year exercise such leadership? "What would be necessary 
in order to have a teacher who was a real and helpful leader in 
your community life? 

3. In what ways have some schools added to the social life 
of their communities? Is there any need for such social life in 
your community? If so, which of the things discussed in the 
book could you best begin with ? 

4. How could your school serve the community better: 
through its library and collection of farmers' bulletins; 
through agricultural work, such as seed testing, milk testing, 
raising hotbed plants, keeping experiment plats; furnishing 
place of meeting for farmers' institutes, public lectures, demon- 
strations, debating clubs, social entertainment, schoolhouse 
meetings, community picnics? (Write to the University of 
Texas, Department of Extension, for free bulletin on "School- 
house Meetings.") 

5. What work can a Parent-teacher Club carry out here 
most advantageously for the school? ("A Study of Rural 
Schools in Texas," p. 56.) 

6. Would "Vitalizing and Enriching the Country School 
Course of Study" as described by Miss Carney bring the school 
into closer contact with country life and make it more service- 
able to the community? Would anything be lost if this were 
done? Has your school done this? 



LESSON VI, pp. 85-108, 384-386, 392-393 

FARMERS' INSTITUTES, FARM DEMONSTRATION 
WORK, AND BOYS' AND GIRLS' CLUBS 

1. Give the story of the origin and history of the farmers' 
institute. 

2. How does the farmers' institute promote the progress of 
the community? 

3. Is there a farmers' institute in your community? (Write 
to Hon. Fred Davis, Commissioner of Agriculture, Austin, 
Texas, about the organization and the work of Farmers' Insti- 
tutes in Texas.) 

4. Give the story of the origin of the farm demonstration 
work and of what it has done and of what it is now doing. 

5. Is there a county demonstrator, and a canning club agent 
in your county ? Why not ? How can you secure th&se helpful 
workers for your community? (Write to the Director of Ex- 
tension Service, A. & M. College, College Station, Texas, for 
information about farm demonstration work, corn clubs, can- 
ning clubs, and the Smith-Lever Extension Service to farmers.) 

6. Has your community a canning club ? a corn club ? a beef 
club ? a hog club ? If not, why not ? 

7. In what way do you think the activities would benefit the 
children of your commanity? 

8. How can you get boys' and girls' club work established 
in your district? 

9. If 3'ou have such work organized, how can you help it on? 



LESSON VII, pp. 108-133, 386, 393-394 
ROADS AND THE ROAD PROBLEM 

1. Ill what way does the advancement of your community 
depend on good roads? How are schools and churches rela|;ed 
to good roads? ("A Study of Rural Schools in Texas," pp. 
52-54, 111-112, 120-122.) 

2. What is the financial loss in the United States on account 
of bad roads? 

3. Give some local activities that suffer on account of bad 
roads. Figure up the cost of bad roads in your county. 

4. Describe good roads systems of other countries. 

5. What is the work of the National Office of Public Roads 
at Washington, D. C? (Send for its literature for your library, 
and also write to The Texas Good Roads Association, San 
Antonio, Texas.) 

6. What is a sound and practical basis for road adminis- 
tration ? 

7. Discuss our system of American highways. 

8. Make some suggestions for improving the highway sys- 
tem in your community. What materials for building good 
roads are available in your community? 

9. Discuss means of arousing an increased interest in good 
roads and obtaining co-operation in securing them. 

10. How would it be possible to beautify the public roads 
and home driveways? 



LESSON VIII, pp. 39-72, 385, 388-392 
THE COUNTRY CHURCH 

1. What is the present status of the country church? What 
is the cause of so many empty church buildings? ("A Study 
of Rural Schools in Texas," pp. 44-49.) 

2. What is beincy done to revive religious life in your com- 
munity? In other communities? 

3. Give the story of the Du Page Presbyterian church in 
Will County, Illinois, and see if it has any suggestion for your 
community. 

4. What is the rural work of the Young Men's Christian 
Association? (Write to the several addresses suggested in the 
text fo]^ information and literature about the rural vi^ork of 
the Y. M. C. A. and the Y. W. C. A., and have one or more 
members make special study and report on this.) 

5. What is the rural work of the Young Women's Christian 
Association? Why can this work not be s,tarted in your com- 
munity ? 

6. How could there be a federation of weak rural churches 
into stronger institutions that would better promote the re- 
ligious life of the community? (Read the account by M. A. 
Travis in Farm & Ranch, Dallas, Texas, October 9, 1915, of 
such a plan that is being carried out at Collegeport, Texas.) 



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